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    The odyssey: school to work transitions, serendipity and position in the field.

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    Authors
    Atkins, Liz cc
    Affiliation
    Department of Education and Lifelong Learning, Northumbria University, Newcastle-upon-Tyne, UK.
    Issue Date
    2016-02-15
    
    Metadata
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    Abstract
    Little work on the significance and implications of decision-making has been undertaken since that led by Hodkinson in the 1990s, and the experiences of young people on vocational programmes and their reasons for undertaking them remain under-theorised and poorly understood. Drawing on two narratives from a study exploring young people’s motivations for undertaking vocational programmes, this article explores the relationship between their positioning in fields and career decision-making. The article argues that social positioning is significant in its relationship to decision-making, to the way in which young people perceive and construct their careers and to the influence of serendipity on their transitions. Drawing on a range of international studies, the article explores the implications of these findings in terms of young people’s future engagement with the global labour market, giving consideration to (dissonant) perceptions of vocational education and training as contributing to economic growth whilst addressing issues of social exclusion and promoting social justice.
    Citation
    Atkins, L., (2017). ‘The odyssey: school to work transitions, serendipity and position in the field’. British Journal of Sociology of Education, 38(5), pp.641-655. DOI: 10.1080/01425692.2015.1131146.
    Publisher
    Taylor and Francis.
    Journal
    British Journal of Sociology of Education.
    URI
    http://hdl.handle.net/10545/623371
    DOI
    10.1080/01425692.2015.1131146
    Additional Links
    https://www.tandfonline.com/doi/full/10.1080/01425692.2015.1131146
    http://nrl.northumbria.ac.uk/24659/
    Type
    Article
    Language
    en
    ISSN
    0142-5692
    1465-3346
    ae974a485f413a2113503eed53cd6c53
    10.1080/01425692.2015.1131146
    Scopus Count
    Collections
    Institute of Education Research Collection

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